Transition
The Process
IDEA to ADA
Disabled & Proud Conference
Taishoff Center Syracuse University
Presented by
Lisa Finnerty Coggi, M.S. Ed.
*Education Advocate, ARISE Inc.
*Trainer & Private Consultant
Lisa Finnerty Coggi, M.S.Ed. revised 2014
TRANSITION is a PROCESS
NOT AN EVENT
The transition process defines how
a student will
LIVE, LEARN & EARN
In the Community
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Elementary and Secondary Legislation
students with disabilities
• The Individuals with Disabilities Education Act
of 2004 (IDEA)
– Part 200 & 201 NYSED
• The Americans with Disabilities Act of 1990
(ADA)
• Section 504 Rehabilitation Act
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Transition Requirements and Guidelines
Federal Regulations pertaining to Summary of Performance - section 300.305(e)(3)
• Definition of transition services – section 300.43
• Transition Services in the IEP – section 300.320(b)
• Summary of Performance - section 300.305(e)(3)
• Transition Services Participants – section 300.321(b)
• Alternative Strategies – section 300.324(c)(1)
• State Rehabilitation Agency – section 300.324(c)(2)
• Meeting Requirements – section 300.322(b)(2)
Part 200 Regulations of the Commissioner of Education
• Definition of Transition Services - section 200.1(fff)
• Vocational Assessments - section 200.4(b)(6)(viii)
• Transition Services in the IEP - section 200.4(d)(2)(ix)
• Meeting Requirements - section 200.4(d)(4)(c)
• Participating Agencies - section 200.4(e)(6)
• Written Notice upon Graduation or Aging Out - section 200.4(i)
• Student Exit Summary - section 200.4(c)(4)
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Definition Transition Services
NYS Part 200.1 fff
means a coordinated set of activities for a student with a disability, designed within a resultsoriented process, that is focused on improving the academic and functional achievement of
the student with a disability to facilitate the student's movement from school to postschool activities,
including, but not limited to, post-secondary education, vocational education, integrated
employment (including supported employment), continuing and adult education, adult
services, independent living, or community participation. The coordinated set of activities
must be based on the student's strengths, preferences and interests, and shall include
needed activities in the following areas:
(1) instruction; (2) related services; (3) community experiences;
(4) the development of employment and other post-school adult living objectives; and
(5) when appropriate, acquisition of daily living skills and provision of a functional vocational
evaluation.
Federal 34 CFR 300.43 (a)
Lisa Finnerty Coggi, M.S.Ed. revised 2014
The IEP- A Road Map to the Future!
• To identify a diploma objective and the
special education services needed to reach it
• To prepare for further education
• To prepare for employment
• To prepare for independent living
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Transition Services in the IEP - section
200.4(d)(2)(ix)
Transition services. For those students beginning not later than the first IEP to be in effect
when the student is age 15 {16 for Federal} (and at a younger age, if determined
appropriate), and updated annually, the IEP shall, under the applicable components of the
student’s IEP, include:
(a) under the student’s present levels of performance, a statement of the student’s needs, taking into
account the student’s strengths, preferences and interests, as they relate to transition from school to
post-school activities as defined in section 200.1(fff) of this Part;
(b) appropriate measurable postsecondary goals based upon age appropriate transition assessments relating
to training, education, employment and, where appropriate, independent living skills;
(c) a statement of the transition service needs of the student that focuses on the student’s courses of study,
such as participation in advanced-placement courses or a vocational education program;
(d) needed activities to facilitate the student’s movement from school to post-school activities, including
instruction, related services, community experiences, the development of employment and other postschool adult living objectives and, when appropriate, acquisition of daily living skills and functional
vocational evaluation; and
(e) a statement of the responsibilities of the school district and, when applicable, participating agencies for
the provision of such services and activities that promote movement from school to post-school
opportunities, or both, before the student leaves the school setting.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Transition in the IEP
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Transition in the IEP
Lisa Finnerty Coggi, M.S.Ed. revised 2014
IEP Development – The Foundation!
Identifying the Student’s Present Levels of Performance (PLP’s)
200.4 page 49 NYSED Regulations
Academic and Functional Achievement
Intellectual functioning: taking in, processing, retaining, and reusing informationincluding results on general/state district wide assessment program
Functional: real life skills, Dressing, hygiene, safety, school rules, skills to work
Social Development
Relationships/interactions with teachers and peers, feelings about self, adjustment to
school and community, impact of disability, transition needs
Physical Development
Physical effects of disability, sensory and motor planning, limitations that pertain to the
learning process, results of latest physical, hearing, vision exam, transition needs
Management Needs
Class size, visual supports, related services, nurse support, assistive technology,
environmental modification, human and material resources
All Present Levels of Performance areas must include strengths and needs, and
parental concerns
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Lisa Finnerty Coggi, M.S.Ed. revised 2014
PLP Information Comes From
– Evaluations
•
•
•
•
•
•
Initial or most recent individual evaluation
Classroom assessments, progress monitoring
State and district assessments
Observations
Functional Behavior Assessment (FBA)
Work Samples
– The Student, Parents, Past Teachers
– Factors related to the disability
– Transcripts, credits earned, exams taken(for HS)
Lisa Finnerty Coggi, M.S.Ed. revised 2014
The IEP Addresses What Factors Might Present
Barriers to Access, Participation and Progress in
General Ed
- What can you do to accommodate these needs?
•
•
•
•
•
EnvironmentInstruction
Content
Materials –
How Learning Is Measured
– Think of how these may carry over to higher
education
Lisa Finnerty Coggi, M.S.Ed. revised 2014
PLP’s are the Foundation of the
IEP
The PLP provides the informational basis for
generating goals, supports and services
that are specifically designed to meet the
student’s individual needs and begin to
prepare them to select and reach their post
secondary goals.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Continued…
• The IEP should contain courses of study (instructional
activities and educational experiences) that meet identified
transition needs.
• Transition programs and services should prepare students to
achieve successful long-term adult outcomes.
– These outcomes may include: post-secondary education and training,
vocational training, integrated competitive employment, supported
employment, continuing and adult education, adult services,
independent living, and community participation.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Measurable Postsecondary Goals
Beginning not later than the first IEP to be in effect when the student is age 15
(and at a younger age if determined appropriate)
• Long-term goals for living, working and
learning as an adult
– Education/training
– Employment
– Independent Living Skills (when appropriate)
• Transition needs
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Think Link!!
MPSG’s, PLPs, and transition
needs form the basis for annual
goals, courses of instruction and
transition services that
incrementally prepare student
to achieve his/her postsecondary goals
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Recommended Special Education Programs
and Services
• What are the possible special education program/services?
– Special education program
– Related services
– Supplementary aids & services/program modifications/
accommodations
– Assistive technology devices and/or services
– Supports for school personnel
• How will services be provided?
– Service delivery recommendations
– Frequency
– Duration
– Location
– Projected beginning/service dates
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Supplementary Aids and Services
•
•
Supplementary aids and services are often critical elements in supporting the
education of children with disabilities in regular classes and their participation
in a range of another school activities. IDEA’s definition of this term
(at §300.42)reads:
Supplementary aids and services means aids, services, and other supports that are provided
in regular education classes, other education-related settings, and in extracurricular and
nonacademic settings, to enable children with disabilities to be educated with nondisabled
children to the maximum extent appropriate …
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Supplementary aids and services can
include changes in:
•
•
•
•
•
•
Environment
Instructional strategies
Social or behavioral supports
Staff support
Assessment or testing
School wide supports
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Testing Accommodations
• Identify accommodation(s) ( or write none )
• Conditions
(test characteristics-type, length, purpose of the test
upon which the accommodation is conditioned, if
applicable)
• Implementation Recommendations
(the amount of extended time, type of setting, etc.
specific to the testing accommodation, if applicable)
– Testing Accoms are to be used consistently by the
student in the recommended educational program
and on State and district-wide assessments.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Testing Accommodations
may carry over so be sure updated and accurate
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Coordinated Set of Transition Activities
Beginning not later than the first IEP to be in effect when the student is age 15 (and at a
younger age if appropriate)
•
•
•
Needed activities to facilitate the student’s movement from school to post-school
activities
• Instruction
• Related Services
• Community Experiences
• Development of Employment and Other Post-school Adult Living
Objectives
• Acquisition of Daily Living Skills (if applicable)
• Functional Vocational Assessment (if Applicable)
Service / Activity
School District / Agency Responsible
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Transition in the IEP
Lisa Finnerty Coggi, M.S.Ed. revised 2014
The coordinated set of activities
• must be based on the student's
– strengths,
– preferences and
– interests,
– 200.4(d)(2)(ix) For those students beginning not
later than the first IEP to be in effect when the
student is age 15 (and at a younger age, if
determined appropriate)…
Lisa Finnerty Coggi, M.S.Ed. revised 2014
200.1(fff) Transition Services
• means a coordinated set of activities for a
student with a disability, designed within a
results-oriented process, that is focused on
improving the academic and functional
achievement of the student with a disability to
facilitate the student's movement from school to
post-school activities,
•
RECENTLY TRANSITION AND GRADUATION CREDENTIALS ARE CONSTANTLY
CHANGING-LIKE MUCH IN EDUCATION TODAY—INFORMATION PROVIDED IS
ALWAYS AS OF THIS MOMENT WHO KNOWS IF IT WILL APPLY TOMORROW!!
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Participation with students without
disabilities
• Explain the extent, if any that the student will not
participate in:
• Regular class, extracurricular and other non academic
activities (school age APE, Language etc)
One of the predictors of post education success is
inclusion in general ed. Students who were included
in general education were 5x more likely to go on to
and be successful in post secondary education and
employment ncset.org
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Meeting Requirements –
section 200.4(d)(4)(c)
If the purpose of the meeting is to consider the
postsecondary goals for the student and the transition
services needed to assist the student in reaching those goals,
the school district shall invite the student.
◦If the student does not attend, the district shall take steps to ensure
that the student's preferences and interests are considered.
◦To the extent appropriate and with parental consent or consent of a
student 18 years of age or older, the school district must invite a
representative of any participating agency that is likely to be
responsible for providing or paying for transition services.
Student participation and self advocacy increases success of post secondary education and
employment. Ncset.org
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Participating Agencies –
section 200.4(e)(6)
– If a participating agency fails to provide agreed-upon transition
services contained in the student's IEP, the district responsible for the
student's education shall, as soon as possible, initiate a meeting to
identify alternative strategies to meet the transition objectives and, if
necessary, revise the student's IEP.
– Nothing in this Part shall relieve any participating agency of its
responsibility to provide or pay for any transition service that the
agency would otherwise provide to students with disabilities who
meet its eligibility criteria.
• 3-6 agencies involved increase the success and outcomes for post secondary and
employment success. Ncset.org
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Written Notice upon Graduation or Aging Out –
section 200.4(i)
http://www.p12.nysed.gov/specialed/formsnotices/agi
ngout.htm
• Pursuant to Education Law, section 4402(1)(b)(5), the
committee on special education or, in the case of a Stateoperated school, the multidisciplinary team, shall provide
written notice to the parents or guardian of each student
specified in subparagraphs (1)(i) and (ii) of this subdivision
and, if such student is 18 years of age or older, to the student,
of the date upon which the student will no longer be entitled
to receive tuition free educational services by reason of
receipt of a high school diploma or in accordance with
Education Law, section 4402(5), whichever is earlier.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
STUDENT EXIT SUMMARY
The Individuals with Disabilities Education Act (IDEA) §614(c)(5) and
State regulations (§200.4(c)(4)) require the local educational agency (LEA)
to provide a student with a disability with a summary of the student’s
academic achievement and functional performance, which must include
recommendations on how to assist the student in meeting his or her
postsecondary goals.
–This Student Exit Summary must be provided to a student whose eligibility for special
education services terminates due to graduation from secondary school with a regular
diploma or due to exceeding the age eligibility for a free appropriate public education
(FAPE) under State law.
–This includes students exiting school with a Regents, local, and Individualized Education
Program (IEP) Diploma.
•The New York State Education Department recommends that a Student Exit Summary also be
completed for students exiting with a High School Equivalency Diploma.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
WHAT IS THE PURPOSE OF THE STUDENT EXIT
SUMMARY?
The purpose of the Student Exit Summary is to provide the student with a written
report that provides essential information to consider as the student transitions from
secondary school.
The Student Exit Summary should be a useful and relevant document that summarizes
individual student:
 abilities
 Skills
 Needs
 limitations …AND…
 provides recommendations to support successful transition to adult living, learning and working.
Students who understand their achievement, strengths and needs have increased success in post
secondary education and employment. Nscet.org
Lisa Finnerty Coggi, M.S.Ed. revised 2014
The Student Exit Summary
should be designed to assist the student in:
• establishing eligibility for reasonable accommodations and
supports in postsecondary settings, the workplace and the
community …AND…
– to aid the student in accessing adult services as
appropriate.
• It should help the student better understand the impact of
his/her disability and articulate individual strengths and needs
as well as supports that would be helpful in post-school life.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
NY STATE SAMPLE STUDENT EXIT SUMMARY
•The New York State Education Department (NYSED) has
developed a sample form to assist LEAs in meeting the
requirements for the Student Exit Summary.
•LEAs may choose to develop their own form, but all pertinent
information must be included.
•The sample form includes the Summary of Academic and
Functional Achievement (Part I) and the Post-Secondary Goals
and Recommendations for Supports (Part II).
Lisa Finnerty Coggi, M.S.Ed. revised 2014
http://www.p12.nysed.gov/specialed/idea/studentexit.htm
Student Exit Summary
Student Name: ___________________________ Date of Birth: ____________Date of Graduation/Exit: ________
Type of Diploma:
Regents with Advanced Designation
Regents
Local
IEP
H.S. Equivalency
Contact Person: _______________________________________________________ Date Completed: ________________
School staff name/ title
phone #
PART I: SUMMARY OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
NYSED Sample Form 02/27/06:Refer to the guidance document when completing this document.
AREA
Present Level of Performance
Needs
(Upon school exit)
(Essential accommodations, assistive technology,
environmental or material resources or modifications
needed)
Academic Achievement/
Functional Performance/
Learning Characteristics:
Social Development:
Physical Development:
Lisa Finnerty Coggi, M.S.Ed. revised 2014
PART II: POST-SECONDARY GOALS
NYSED Sample Form 02/27/06: Refer to the guidance document when completing this document.
Post-secondary goal
Education/training:
Recommendations to Assist Student to Meet Post-Secondary Goals
Employment:
Independent Living
(if appropriate):
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Effective transition planning will involve you, your
child, teachers, CSE members and adult agency
representatives discussing questions such as:
◦What can your child do now to prepare for being an adult?
◦What can you do to help him or her prepare?
◦What will your child do after he or she graduates from
school? (Or when he or she turns 21 and is no longer
eligible to attend school?)
 Family Resource Network, Oneonta
Lisa Finnerty Coggi, M.S.Ed. revised 2014

The IEP should contain a summary of the
coordinated set of activities that will promote
movement from school to post-school activities.

This set of activities includes: instruction, related
services, community experiences, the development
of employment and other post-school living
objectives, and the acquisition of daily living skills
and functional vocational evaluation, if appropriate.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Access to records
http://www2.ed.gov/policy/gen/guid/f
pco/ferpa/index.html
• Parents or eligible students have the right to inspect and
review the student's education records maintained by the
school.
• Schools are not required to provide copies of records
unless, for reasons such as great distance, it is impossible
for parents or eligible students to review the records.
Schools may charge a fee for copies.
• Parents or eligible students have the right to request that a
school correct records which they believe to be inaccurate
or misleading.
• Generally, schools must have written permission from the
parent or eligible student in order to release any
information from a student's education record. (exceptions)
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Coordinated Set of Transition Activities
Beginning not later than the first IEP to be in effect when the student is age 15 (and at a
younger age if appropriate)
•
•
•
Needed activities to facilitate the student’s movement from school to post-school
activities
• Instruction
• Related Services
• Community Experiences
• Development of Employment and Other Post-school Adult Living
Objectives
• Acquisition of Daily Living Skills (if applicable)
• Functional Vocational Assessment (if Applicable)
Service / Activity
School District / Agency Responsible
Lisa Finnerty Coggi, M.S.Ed. revised 2014
CAREER ASSESSMENT
CAREER ZONE
CAREER CLUSTERS
NYS CAREER PLAN
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Records & Age of Majority
http://ecf.gpoaccess.gov
• Access to Medical Records
http://www.health.state.ny.us/professionals/patients/patient_ri
ghts/access_to_patient_information.htmm
• Access to Educational Records (F.E.R.P.A.)
• http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
– Parent has right to records until age of 18 when rights are given to the
student. What rights are provided to the student vary by state.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
So How Do I Begin To Plan
Handouts From NYSED RSETASC
• Transition Planning Timeline & Checklist
• College Readiness Rubric
http://www.capregboces.org/ProgramsServices/EdSupportSer
vices/PDF/College%20Readiness%20rubric.pdf
• TransitionFocusedGuide: Differences in Rights/Responsibilities
http://www.wps60.org/UserFiles/Servers/Server_411268/File
/Transition/Secondaryversuspostsecondary.pdf
• Learning style inventory
http://www.capregboces.org/ProgramsServices/EdSupportSer
vices/PDF/C.I.T.E%20Learning%20Style%20Inventory.pdf
Lisa Finnerty Coggi, M.S.Ed. revised 2014
So How Do I Begin To Plan
• Links :
–
http://www.ncset.org/
• Parent Brief http://www.ncset.org/publications/viewdesc.asp?id=208
• Transition Guides http://www.ncset.org/stateresources/resources.asp
–
http://www.p12.nysed.gov/specialed/transition/home.html
–
http://heath.gwu.edu/
You Can Do It http://www.washington.edu/doit/Student/disability_resources.html
–
http://www.ahead.org/
Transition Handbook http://www.ok-ahead.org/handbook/toc.html
Love this handbook and website!
–
http://www.capregboces.org/ProgramsServices/EdSupportServices/RSE-TASC/RSETASC_TransitionResources.cfm
Lisa Finnerty Coggi, M.S.Ed. revised 2014
So How Do I Begin To Plan
• Links/handouts :
–
College Student Guide Rhode Island
http://www.ric.edu/sherlockcenter/publications/CollegeGuide.pdf
– Accommodations for SWD Guidelines WisconsinTechCollege
http://www.witc.edu/stusvcscontent/docs/accommodations/2013-Disability-AccommodationsGuide.pdf
–
http://www.capregboces.org/ProgramsServices/EdSupportServices/RSE-TASC/RSETASC_TransitionResources.cfm
–
http://www.ed.gov
• Transition Educators Guide http://www2.ed.gov/about/offices/list/ocr/transitionguide.html
• Transition Student Guide http://www2.ed.gov/about/offices/list/ocr/transition.html
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Differences Secondary and Post Secondary Education
Laws, Regulations & Responsibilities
K-12 Education
Laws
IDEA:Individuals
with Disabilities
Education Act
Postsecondary
Education
Practical
Application
504: Section 504 of
the Rehabilitation Act
of 1973, particular
reference to Subpart
E
Section 504(e) and
ADA are not about
special education
services, they are
about
nondiscrimination
and access for
eligible individuals
with disabilities.
504: Section 504 of
the Rehabilitation Act
of 1973.
ADA: Americans
with Disabilities Act
ADA: Americans
of 1990 amended
with Disabilities Act
2008
of 1990
ADA Amendments
Act 2008
Charts in Effective College Planning May 5th, 2007
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Differences Secondary and Post Secondary Education Laws, Regulations & Responsibilities
Laws’ Intents
K-12 Education
Postsecondary
Education
Practical
Application
IDEA: To provide a free,
appropriate public education in
the least restrictive
environment to identified
students with disabilities,
including special education and
related services.
504/ADA: To
ensure that no
other-wise
qualified person
with a disability is
denied access to,
benefits of, or is
subject to
discrimination
solely on the basis
of disability.
IDEA meets the
specific special
Education needs of
the student &
modifies them
accordingly. 504(e)
& ADA allow eligible
individuals with
disabilities the same
access to programs,
activities & services
as their nondisabled
peers.
504/ADA: To ensure that no
other-wise qualified person
with a disability is denied
access to, benefits of, or is
subject to discrimination solely
on the basis of disability.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Charts in Effective College Planning May 5th, 2007
Differences Secondary and Post Secondary Education Laws, Regulations & Responsibilities
Laws Apply to
K-12 Education
Postsecondary Education Practical Application
IDEA: All children
and youth requiring
special education
services until age 21
or graduation from
high school.
504/ADA: All qualified
persons with disabilities
who, with or without
reasonable
accommodations, meet the
college’s admission
requirements and the
specific entry level criteria
for the specific program
and who can document the
existence of a disability as
defined by section 504.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Not every student
who received special
education services
under IDEA will by a
qualified individual
with a disability
under 504(e) or
ADA. And once
admitted, not every
request will be
deemed to be
reasonable.
Charts in Effective College Planning May 5th, 2007
Differences Secondary and Post Secondary Education Laws, Regulations & Responsibilities
K-12 Education
Postsecondary Education
Disability
IDEA: A list of 13 disability
Definitions classification areas are included
in IDEA and include specific
learning disabilities
504/ADA: A person with a
disability is defined as
anyone who has: (1) any
physical or mental
impairment that
504/ADA have no such list. A
substantially limits one or
person with a disability is
more life functions; (2) a
defined as anyone who has: (1)
history of such an
any physical or mental
impairment; (3) or is
impairment that substantially
regarded as having such an
limits one or more life
impairment.
functions; (2) a history of such
an impairment; (3) or is
ADA also includes HIV
regarded as having such an
status and contagious and
impairment.
non-contagious diseases.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Practical
Application
An emotional
disturbance
label may or
may not result in
a diagnosis of a
mental
impairment
impactful
enough to
qualify as a
disability.
Charts in Effective College Planning May 5th, 2007
Differences Secondary and Post Secondary Education Laws, Regulations & Responsibilities
K-12 Education
Identification and
Documentation
Responsibility
School districts are
responsible for
identifying and
evaluating potential
students with
disabilities. When
such a determination
is made, the district
plans educational
services for classified
students at no expense
to the family.
Postsecondary
Education
Practical Application
Students are
responsible for selfidentification and for
obtaining disability
documentation from a
professional who is
qualified to assess
their particular
disability; cost of the
evaluation must be
assumed by the
student, not the postsecondary institution.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Just because
documentation is
sent on behalf of
students, does not
mean the students
will receive services
without the student
coming in to
specifically request
them.
Charts in Effective College Planning May 5th, 2007
Transition Issues to Consider
• Life Skills/Daily Living
Skills
• Housing Options
• Social Skills
• Education
• Career/Employment
• Employment
Development
•Leisure/Recreation
•Transportation
•Community
Participation
•Financial/Legal
Concerns
•Medical/Support
Services
Lisa Finnerty Coggi, M.S.Ed. revised 2014
May a postsecondary school deny my
admission because I have a disability?
No.
If you meet the essential requirements for
admission, a postsecondary school may not
deny your admission simply because you have
a disability.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
As a student with a disability leaving high school and
entering postsecondary education, will I see differences
in my rights and how they are addressed?
• Yes.
Section 504 and Title II protect elementary, secondary and postsecondary
students from discrimination. Nevertheless, several of the requirements
that apply through high school are different from the requirements that
apply beyond high school. For instance, Section 504 requires a school
district to provide a free appropriate public education (FAPE) to each child
with a disability in the district’s jurisdiction. Whatever the disability, a
school district must identify an individual’s education needs and provide
any regular or special education and related aids and services necessary to
meet those needs as well as it is meeting the needs of students without
disabilities.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
• Unlike your high school, your postsecondary school is
not required to provide FAPE.
• Rather, your postsecondary school is required to provide
appropriate academic adjustments as necessary to ensure
that it does not discriminate on the basis of disability.
• In addition, if your postsecondary school provides housing to
nondisabled students, it must provide comparable,
convenient and accessible housing to students with
disabilities at the same cost.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Do I have to inform a postsecondary school that I
have a disability?
• No.
– However, if you want the school to provide an academic
adjustment, you must identify yourself as having a
disability. Likewise, you should let the school know about
your disability if you want to ensure that you are assigned
to accessible facilities. In any event, your disclosure of a
disability is always voluntary.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
What academic adjustments must a
postsecondary school provide?
• The appropriate academic adjustment must be determined based
on your disability and individual needs.
• Academic adjustments may include:
– auxiliary aids
– modifications to academic requirements as are necessary to ensure equal
educational opportunity.
• Your IEP auxiliary aids and services, classroom and testing accommodations do not have
to be implemented but can be used to determine similar accommodations for college.
...Continued…
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Examples
• Examples of such adjustments are:
–
–
–
–
–
–
–
–
–
arranging for priority registration
reducing a course load
substituting one course for another
providing note takers
recording devices
sign language interpreters
extended time for testing
if telephones are provided in dorm rooms, a TTY in your dorm room
equipping school computers with screen-reading, voice recognition or
other adaptive software or hardware.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Continued…
• In providing an academic adjustment, your postsecondary school is
not required to lower or effect substantial modifications to essential
requirements.
– For example, although your school may be required to provide
extended testing time, it is not required to change the substantive
content of the test.
• In addition, your postsecondary school does not have to make
modifications that would fundamentally alter the nature of a
service, program or activity or would result in undue financial or
administrative burdens.
• Finally, your postsecondary school does not have to provide
personal attendants, individually prescribed devices, readers for
personal use or study, or other devices or services of a personal
nature, such as tutoring and typing. (ACCES VR can assist in these
areas)
Lisa Finnerty Coggi, M.S.Ed. revised 2014
If I want an academic adjustment,
what must I do?
• You must inform the school that you have a disability
and need an academic adjustment.
• Unlike your school district, your postsecondary
school is not required to identify you as having a
disability or assess your needs.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Continued…
• Your postsecondary school may require you to follow
reasonable procedures to request an academic adjustment.
• You are responsible for knowing and following these
procedures.
– Postsecondary schools usually include, in their publications providing
general information, information on the procedures and contacts for
requesting an academic adjustment.
– Such publications include recruitment materials, catalogs and student
handbooks, and are often available on school Web sites.
– Disability Services Offices have staff whose purpose is to assist
students with disabilities. If you are unable to locate the procedures,
ask a school official, such as an admissions officer or counselor.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
When should I request an academic
adjustment?
• Although you may request an academic
adjustment from your postsecondary school at
any time, you should request it as early as
possible.
– Some academic adjustments may take more time
to provide than others.
– You should follow your school’s procedures to
ensure that your school has enough time to
review your request and provide an appropriate
academic adjustment.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Do I have to prove that I have a
disability to obtain an academic
adjustment?
• Generally, yes.
• Your school will probably require you to provide
documentation that shows you have a current
disability and need an academic adjustment.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
What documentation should I
provide?
• Schools may set reasonable standards for
documentation.
• Some schools require more documentation than
others.
• They may require you to provide documentation
prepared by an appropriate professional, such as a
medical doctor, psychologist or other qualified
diagnostician.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Required Documentation
 The required documentation may include one or
more of the following:
◦
◦
◦
◦
◦
a diagnosis of your current disability;
the date of the diagnosis;
how the diagnosis was reached;
the credentials of the professional;
how your disability affects a major life activity; and how the
disability affects your academic performance.
 The documentation should provide enough
information for you and your school to decide
what is an appropriate academic adjustment.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Although an individualized education program (IEP) or
Section 504 plan, if you have one, may help identify
services that have been effective for you, it generally is not
sufficient documentation.
This is because postsecondary education presents different
demands than high school education, and what you need
to meet these new demands may be different.
Also in some cases, the nature of a disability may change.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
If the documentation that you have does not meet the
postsecondary school’s requirements, a school official
should tell you in a timely manner what additional
documentation you need to provide.
You may need a new evaluation in order to provide the
required documentation. Usually an eval must be within
3 years, think about that as you are transitioning out of
high school to have a current evaluation before leaving
high school at NO COST to you.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Who has to pay for a new evaluation?
Neither your high school nor your postsecondary school is
required to conduct or pay for a new evaluation to document
your disability and need for an academic adjustment.
◦This may mean that you have to pay or find funding to pay
an appropriate professional for an evaluation.
◦If you are eligible for services through your state
vocational rehabilitation agency, you may qualify for an
evaluation at no cost to you.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Once the school has received the necessary
documentation from me, what should I expect?
The school will review your request in light of the essential
requirements for the relevant program to help determine an
appropriate academic adjustment.
◦It is important to remember that the school is not required to lower or
waive essential requirements.
◦If you have requested a specific academic adjustment, the school may
offer that academic adjustment or an alternative one if the alternative
would also be effective.
◦The school may also conduct its own evaluation of your disability and
needs at its own expense.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
You should expect your school to work with you in an
interactive process to identify an appropriate
academic adjustment.
Unlike the experience you may have had in high
school, however, do not expect your postsecondary
school to invite your parents to participate in the
process or to develop an IEP for you.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
What if the academic adjustment we
identified is not working?
Let the school know as soon as you become
aware that the results are not what you
expected.
It may be too late to correct the problem if
you wait until the course or activity is
completed.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
• You and your school should work together to resolve
the problem.
• They want you to be successful and….
• It is essential for you to attain your FUTURE goals.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Resources
Lisa Finnerty Coggi Independent Consultant
•
•
ARISE
Family Resource Network
www.ariseinc.org
www.PARENTCENTERatFRN.org
• USDOE-IDEA site
www.idea.ed.gov
• NYS Education Department
www.nysed.gov
• ACCES-VR www.acces.nysed.gov/vr/all/contact.htm
•
•
•
•
NYSED p12
http://www.p12.nysed.gov/specialed/lawsregs/part200.htm
http://www.p12.nysed.gov/specialed/publications/iepguidance/intro.htm
Federal 300
http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr&tpl=/ecfrbrowse/Title34/34cfr300_main_02.tpl
OSEP
http://www2.ed.gov/about/offices/list/osers/osep/index.html
IDEA-Building the Legacy
http://idea.ed.gov/
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Resources
Parent Center Information Center
http://www.parentcenterhub.org/repository/transition-goals/
Special Education in Plain Language
http://www.ddpc.state.ny.us/publications/childcare_educatio
n/special_ed_guide.pdf
Family Resource Network www.familyrn.org/
The Pacer Center‐‐www.pacer.org.
Wrights Law www.wrightslaw.com
Peak Parent Center www.Peakparent.com
Lisa Finnerty Coggi, M.S.Ed. revised 2014
More resources
• Transition:
http://www.p12.nysed.gov/specialed/transition/
• NYS IEP Guidance
http://www.p12.nysed.gov/specialed/publications/
iepguidance.htm
• Frequently Asked Questions About Section 504 and the
Education of Children with Disabilities
http://www2.ed.gov/about/offices/list/ocr/504faq.html
• NYSED Test Accommodations
http://www.p12.nysed.gov/specialed/publications/policy/te
staccess/policyguide.htm
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Transition related resources
CTE Course Work & Learning Standards
• June 2013 Field Memorandum: NYS Career Development and
Occupational Studies Commencement Credential
http://www.p12.nysed.gov/specialed/publications/CDOScredentialmemo-613.htm
• CDOS Learning Standards http://www.p12.nysed.gov/cte/cdlearn/
• Career Development and Occupational Studies (CDOS) Resource Guide
Career Development and Occupational Studies (CDOS) Resource Guide
with Core Curriculum
• Career Development and Occupational Studies (CDOS) Question and
Answers http://www.p12.nysed.gov/specialed/gradrequirements/CDOSQA-1113.htm
• New York State Work Based Learning Manual
http://www.p12.nysed.gov/cte/wbl/home.html
• http://www.livebinders.com/play/play?id=1543168
Lisa Finnerty Coggi, M.S.Ed. revised 2014
More Transition Guidance References
•
•
•
•
•
•
•
•
•
•
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Guidelines to Allow for the Transfer of Assistive Technology When a Student Moves From School
Jurisdiction to Higher Education, Other Human Services Agency or Employment
Model Forms: Student Information Summary and Individualized Education Program (IEP) contains
examples of IEP content related to transition planning and services.
The Guide to Quality Individualized Education Program (IEP) Development and Implementation, issued by
the New York State Education Department, provides technical assistance to develop instructionally
relevant and legally correct IEPs.
The State Performance Plan (SPP) 13 protocol provides the most recent self-review protocol for including
transition in the IEP.
The Learning Standards for Career Development and Occupational Studies includes key ideas,
performance indicators describing expectations for students, and sample tasks suggesting evidence of
progress toward the standards.
The New York State Career Plan records a student’s knowledge and skill attainment related to
employability, from elementary school to high school.
The Work Experience Manual provides information for school administrators and work-based learning
coordinators on New York State Education Department approved work-based learning programs.
VR Youth in Schools Transition Planning and Services Policy provides a link to the vocational rehabilitation
policy describing their work with school-age students.
NYS Labor & Education Law for Youth in the Work Place links to the web site describing legal requirements
and limitations for working youth.
Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor
Standards Act is a guide for ensuring that work-based learning programs comply with the provisions in
labor law applicable to youth.
Secondary Transition provides federal resources on transition from school to post-school, including a
questions and answers document.
Lisa Finnerty Coggi, M.S.Ed. revised 2014
Thank you!
• Lisa Finnerty Coggi, M.S. Ed.
 Education Advocate, ARISE
Madison and Onondaga County
315-671-2926 [email protected]
 Consulting & Training
outside of Onondaga and Madison Counties
315-420-6187 [email protected]
Lisa Finnerty Coggi, M.S.Ed. revised 2014